1. Working with vocabulary: On and off line Averil Coxhead Victoria University of Wellington 17 March, 2008

2. Today 1.Nations Four Strands (2007) 2.The Involvement Load Hypothesis (Laufer & Hulstijn, 2001) 3.Online activities 4.Offline activities

3. The Four Stands (Nation, 2007) Meaning-focussed input Meaning-focussed output Form-focussed instruction Fluency

4. Involvement Load Hypothesis (Laufer & Hulstijn, 2001) 1.Need 2.Search 3.Evaluate The higher the level of involvement, the more effective the activity

5. Involvement Load challenge Folse (2006) – Condition One - A gapfill Condition Two - Three gapfills Condition Three - Writing original sentences Which activity has the highest involvement load? Which activity has the highest vocabulary retention?

6. And the answer is… Folse (2006) – Condition One - A gapfill Condition Two - Three gapfills Condition Three - Writing original sentences

7. Online activities - Tom Cobbs Compleat Lexical Tutor Available at http://www.lextutor.ca/http://www.lextutor.ca/ Test your lexis Concordancer – select English select corpus (written or spoken, academic or general, graded readers etc) enter search word decide whether to sort results one word to left or right of the search word Compare concordance lines from two corpora (for example). Similar patterns of frequency/use/collocations/patterns? Have a play on the website – what else can you find?

8. The AWL site http://www.victoria.ac.nz/lals/staff/Aver il-Coxhead/awl/ Information about the AWL Headwords Sublists with family members (most frequent word in italics) Most frequent word family member in each sublist

9. Sandra Haywoods sites 1.The AWL Gapmaker - http://www.nottingham.ac.uk/~alzsh3/acv ocab/awlhighlighter.htm http://www.nottingham.ac.uk/~alzsh3/acv ocab/awlhighlighter.htm Select a text from the website and copy Paste into window Select sublists of the AWL you want to include (from 1-10) List the gapped words at the bottom or not? 2.The AWL Highlighter - http://www.nottingham.ac.uk/~alzsh3/acv ocab/awlhighlighter.htm http://www.nottingham.ac.uk/~alzsh3/acv ocab/awlhighlighter.htm

10. Offline activities 1.Gap fills 2.Summary writing 3.Read and retell 4.4-3-2 speaking 5.Debates 6.Class vocabulary box 7.Ping-pong discussions 8.Ranking 9.Twisted dictations 10.Logging vocabulary on the board 11.Vocabulary notebooks 12.Information transfers

11. References Cobb, T. (n.d.). Compleat lexical tutor. Retrieved October 12, 2007, from http://www.lextutor.ca/ http://www.lextutor.ca/ Coxhead, A. (n.d.) The Academic Word List. Available at http://www.victoria.ac.nz/lals/staff/Averil-Coxhead/awl/ on 17 March 2009. http://www.victoria.ac.nz/lals/staff/Averil-Coxhead/awl/ Coxhead, A. (2006). Essentials of teaching academic vocabulary. Boston: Houghton Mifflin. Folse, K. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL quarterly, 40 (2), 273-293. Haywood, S. (n.d.). The AWL Gapmaker. Retrieved 12 October, 2007, from http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm Haywood, S. (n.d.). The AWL Highlighter. Retrieved 12 October, 2007, from http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied linguistics, 22 (1), 1-26. Nation, I. S. P. (2007). The four strands. Innovation in language learning and teaching, 1 (1), 2-13.